Abstract
Through this study we sought to gain understanding of the challenges professors face as they make the transition to teaching online. We measured professors’ online teaching self-efficacy using survey research methods. Results showed that online teaching self-efficacy was high among the professors surveyed with no self-efficacy scores lower than 3.69 out of 5. The perception of student learning was the independent variable with the greatest impact on self-efficacy. Other variables that had a significant relationship with self-efficacy sub-scales were semesters taught online, future interest in teaching online, gender, satisfaction with teaching online, and academic discipline. The results suggest directions for faculty development interventions such as training and support structures.
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Horvitz, B.S., Beach, A.L., Anderson, M.L. et al. Examination of Faculty Self-efficacy Related to Online Teaching. Innov High Educ 40, 305–316 (2015). https://doi.org/10.1007/s10755-014-9316-1
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DOI: https://doi.org/10.1007/s10755-014-9316-1